Draft Revised National Curriculum Statement

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Draft Revised National Curriculum Statement

• Address to Parliamentary Portfolio Committee,
• 18 September 2001

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OUTLINE PURPOSE

• C2005 AND NATIONAL CURRICULUM STATEMENT
• BRIEF
• PROCESS
• CONTENT
• WHATS NEW?
• MAIN THEMES
• IMPLEMENTATION
• WAY FORWARD

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C2005 REVIEW HIGHLIGHTS

• Too many design features and not enough
  specification by grade
• Complex terminology complicating translation into
  classroom
• Curriculum overload ito learning areas and design
• Rushed implementation

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TERMS OF REFERENCE

• CEM JUNE 2001
• National Curriculum Statement
• Plan for implementation
• Special attention to history and environmental
  education

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TERMS OF REFERENCE

• CABINET JULY 2001
• The development of a National Curriculum
  Statement, which must deal in clear and simple
  language with what the curriculum requirements
  are at various levels and phases, must begin
  immediately...

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TERMS OF REFERENCE

• CABINET (CONTINUED)
• Such a statement must also address the concerns
  around curriculum overload and must give a clear
  description of the kind of learner - in terms of
  knowledge, skills, values and attitudes - that is
  expected at the end of the GET band.

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BRIEF

• National Curriculum Statement in clear and simple
  language with a sense of kind of learner to be
  created
• History and environmental education
• Overload
• Plan for its implementation

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MANDATE PROCESS

• Planning, operationalisation and establishment of
  structures Sept 2000 - Jan 2001
• Curriculum development, field testing and
  redrafting Feb - May 2001
• Editing and fine-tuning June/July 2001

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MANDATE CONTENT

• 1. DRAFT REVISED NATIONAL CURRICULUM STATEMENT
• One Overview
• Eight Learning Area Statements Maths, Languages,
  Natural Sciences, Social Sciences, Arts and
  Culture, Economic and Management Sciences,
  Technology, Life Orientation
• Qualification Framework

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MANDATE CONTENT

• 2. KIND OF LEARNER ENVISAGED
• Constitution the foundation
• Curriculum to create a citizen for a democratic
  South Africa
• The envisaged learner will be able to communicate
  and work effectively, solve problems, organise
  and manage activities, work with information, in
  teams, use science and technology, and be
  curious, critical, adaptable, multi-skilled,
  accountable, and socially aware.

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MANDATE CONTENT

• 3. HISTORY AND
• ENVIRONMENTAL EDUCATION
• Two separate curricula
• History focuses on developing a historical
  consciousness
• Environmental education cross-curricular

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MANDATE CONTENT

• 4. REDUCTION OF OVERLOAD
• Reducing complexity of curriculum
• Time allocation
• Learning Programme guidelines
• Implementation framework
• Proposals are all in the Overview

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TIME ALLOCATION

• FOUNDATION PHASE
• Literacy 40
• Numeracy 35
• Life Skills 25

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TIME ALLOCATION

• INTERMEDIATE PHASE
• Languages 30
• Mathematics 18
• Nat Sciences and
• Technology 20
• Social Sciences 14
• Arts and Culture 8
• Life Skills, Economy
• and Society 10

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TIME ALLOCATION

• SENIOR PHASE
• Languages 25
• Mathematics 18
• Natural Sciences 13
• Social Sciences 12
• Arts and Culture 8
• Life Orientation 8
• EMS 8
• Technology 8

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WHATS NEW?

• National priorities infused into curriculum
• Clear and accessible curriculum fewer design
  features (2/3 not 7/8)
• High knowledge/high skills curriculum clear,
  achievable standards

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WHATS NEW?

• Balanced curriculum conceptual progression built
  in across grades and integration of knowledge,
  skills and values within and across learning
  areas
• Curriculum and assessment aligned
• Qualifications Framework whole qualification for
  schools (Grades R-9) linked to curriculum design
  and content.

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MAIN THEMES Synergy with Values Manifesto

• Social justice, equity, development
• National identity
• Gender and anti-racism
• Multilingualism
• Reading, writing and thinking
• Mathematics and Sciences
• Indigenous knowledge and culture

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MAIN THEMES Values Manifesto Synergy

• Environment
• History and historical consciousness
• Religion and not Religious Education
• Sport and nation-building
• HIV/Aids and Sexual Responsibility
• Safety in schools and society

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DESIGN OF LEARNING AREA STATEMENT

• Introduction to National Curriculum Statement
• Learning Outcomes Assessment Standards by phase
  and grade
• Assessment guidelines
• Sample Progression Schedules (recording learner
  performance)

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IMPLEMENTATION

• Framework included in Overview
• Implementation in 2004/5/6/7
• 2002/3 Pilot LSMs Prof Development
• 2001 Public comment,revision, finalisation
  LP guidelines

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IMPLEMENTATION

• 2004 Foundation Phase (Grade R-3)
• 2005 Intermediate Phase (Gr 4-6)
• 2006 Senior Phase (Grade 7)
• 2007 Senior Phase (Grade 8)
• 2008 Senior Phase (Grade 9)
• GETC for Schools

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LEARNING SUPPORT MATERIALS

• Policy to be developed in
• Approved national structure for a Quality
  Assurance list
• Budgeting and effective delivery systems
• Price banding to ensure cost control and more
  adequate budgeting forecasts
• Ways to assess use of existing C2005 materials

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TEACHER ORIENTATION

• Distinction between orientation, development and
  education
• Short and long-term strategies
• National teacher development strategy conference
  in October
• Short-term Cadre of trainers

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TEACHER ORIENTATION

• Short and long-term
• A review of use of 80 hours
• Involvement of higher education institutions,
  teacher unions and NGOs
• Training of teachers, principals and district
  personnel
• Professional development with new foci

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INTERIM IMPLEMENTATION ISSUES

• Current C2005 continues until new is introduced
• Curriculum 2005 training effectively finished by
  2002
• Grade 6 may be looked at
• HEDCOM substructure to examine trajectories of
  implementation more closely and devise specific
  plans

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WHAT DOES NCS TRY TO DO?

• Encourage creativity of teachers while providing
  clear principles and guidelines for teachers
  working in difficult conditions
• Address countrys priorities clearly and simply
• Make good use of OBE

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WHAT DOES NCS TRY TO DO?

• Make learners aware of the uniqueness of being
  South African and African, but in the context of
  being citizens of communities and citizens of the
  world we are specific while being universal

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WAY FORWARD

• PUBLIC CONSULTATION
• PUBLIC COMMENT TO 12 OCT AND REVISION BY END YEAR
• ADVOCACY
• LEARNING PROGRAMME GUIDELINES
• DETAILED IMPLEMENTATION PLAN

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Languages
Languages are central to our lives. We
communicate and understand our world through
language. It constructs identity and knowledge.
Languages serve a variety of purposes

• Personal
• Communicative
• Educational
• Aesthetic

• Cultural
• Political
• Critical

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In a multilingual country like South Africa it
is important that learners reach high levels of
proficiency in at least two languages, and that
they are able to communicate in other languages
The Languages Learning Area Statement covers all
11 official languages as home languages, first
and second additional languages
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Languages Learning Outcomes

• Listening to listen for information and
  enjoyment, and respond appropriately and
  critically.
• Speaking to communicate confidently and
  effectively in spoken language in a wide range of
  situations.
• Reading and Viewing to read and view for
  information and enjoyment, and respond critically
  to the aesthetic, cultural and emotional values
  in texts.
• Writing to write different kinds of factual and
  imaginative texts for a wide range of purposes.
• Thinking and Reasoning - to use language to think
  and reason, and access, process and use
  information for learning.
• Language and Grammar to use sounds, vocabulary
  and grammar of the additional language.

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Mathematics
While sound mathematical development remains
paramount, access to mathematics is a basic
human right in itself (it is) neither culture
nor value free. Mathematicsbuilds awareness of
human rights, social, economic and environmental
issues (and is) relevant to learners
realities
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Math concepts and skills will enable learners to

• Be mathematically literate.
• Use mathematical tools to expose inequities and
  assess environmental problems and risks in
  society.
• Develop critical and insightful reasoning and
  interpretive skills.
• Use mathematical notation and language.
• Apply Mathematics in a variety of contexts.
• Transfer mathematical knowledge and skills
  between learning areas.
• Display mental, algorithmic and technological
  confidence and accuracy in working with number,
  data, space and shape, patterns and
  relationships, and problems.

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Mathematics Learning Outcomes

• Numbers, operations and relationships
• The learner is able to recognise, describe
  and represent numbers and their relationships
  and counts, estimates, calculates and checks with
  competence and confidence in solving problems.
• Patterns, functions and algebra
• The learner is able to recognise, describe
  and represent patterns and relationships, and
  solves problems using algebraic language and
  skills.
• Space and Shape
• The learner is able to describe and
  represent characteristics and relationships
  between 2-D shapes and 3-D objects in a variety
  of orientations and positions.
• Measurement
• The learner is able to use appropriate
  measuring units, instruments and formulae in a
  variety of contexts.
• Data handling
• The learner is able to collect, summarise,
  display and critically analyse data to draw
  conclusions and make predictions, and to
  interpret and determine chance variation.

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Natural Sciences
What is today known as science has its roots in
Greek, Arabic, Chinese and African cultures. It
has been shaped by the search to understand the
natural world through observation and testing,
and has evolved to become part of the cultural
heritage of all nations.
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Natural Sciences Learning Outcomes

• The learner is able to develop and use science
  process skills in a variety of contexts.
• The learner is able to develop and apply
  scientific knowledge and understanding.
• The learner is able to gain an appreciation of
  the relationship and responsibilities between
  science and society.

Natural Sciences Strands

• Life and Living
• The Earth and Beyond
• Matter and Materials
• Energy and Change

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Social Sciences
Social Sciencesinvolves the study of
relationships between people, and between people
and the environment at various times and in
various places In social, political, economic
and environmental dimensionsvalues, attitudes
and beliefs are shaped by these relationships.
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In accordance with the national call for greater
emphasis on history and environmental education,
the Learning Area Statement provides distinct
outcomes for History and Geographythough there
are clear and specified points for integration
such as the promotion of social justice and human
rightsland usemigration and settlementapartheid

• In both History and Geography issues should
  includeprejudice, persecution, oppression,
  exploitation, sexism and racism, xenophobia,
  genocide and other forms of discrimination

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History Learning Outcomes
History will develop historical consciousnessa
sense of identity and common memory civic
responsibility conceptual tools to analyse and
interpret an appreciation of oral tradition and
archaeology awareness of how we can influence
our future to build a non-racial, democratic
future.

• The learner is able to demonstrate historical
  knowledge and understanding.
• The learner is able to use enquiry skills to
  investigate the past and present.
• The learner is able to demonstrate an
  understanding of historical interpretation.

In addition to the Learning Outcomes, the
curriculum for both History and Geography
provides specific knowledge focus areas for
teachers and learners.
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Geography Learning Outcomes
Geography will develop skills and values human
interaction with physical, natural, economic,
social and political environments critical
awareness of issues such as gender, power and
poverty in national, regional and global context
skills such as analysis, interpretation of maps,
pictures, charts and tables, graphs fieldwork
and research, presenting, information and
testing hypotheses
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GEOGRAPHY

• The learner is able to demonstrate knowledge and
  understanding of the interrelationships between
  people, resources and the environment..
• The learner is able to use enquiry skills to
  investigate key concepts and processes used in
  Geography.
• The learner is able to make critical and informed
  choices, and takes actions to deal with social
  and environmental issues.

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Arts and Culture

• Arts and Culture embraces the spiritual,
  material, intellectual and emotional aspects of
  South African indigenous arts and culture
  practices and introduces learners to other arts
  and culture in Africa and beyond

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the purpose of arts and culture (is) to
develop creative individuals responsible
citizens in life with the constitution of South
Africa
Learners have opportunities to develop usable
skills, knowledge, values and attitudes in arts
and culture to build a shared national
heritage and identity for life, living and
life-long-learning

• Learners participate in a wide range of
  activities Drama, Dance, Music, Visual Arts and
  Design, Media and Communication, Arts Management,
  Arts Technology, Literature and Heritage

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Arts and Culture Learning Outcomes

• The Learner is able to create and present works
  of art in each of the art forms.
• The learner is able to reflect critically on
  artistic and cultural processes and products in
  past and present contexts.
• The learner is able to demonstrate personal and
  interpersonal skills through individual and group
  participation in arts and culture activities.
• The learner is able to analyse and use multiple
  forms of communication and expression in arts and
  culture.

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Each of the outcomes covers

• Drama
• Dance
• Music
• Visual Arts

And the Grade 8 and 9 assessment standards make
provision for some specialization.
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Life Orientation
It is concerned with all-round development of
learners with their personal, intellectual,
emotional, spiritual and physical growth, the
development of the self-in-society within the
quest for a democratic society, a productive
economy
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• (Learners) will learn to make informed
  decisions, form positive social relationships,
  exercise their constitutional rights and
  responsibilities, respond to the challenges in
  their worlds contribute to society, promote
  sport and physical development and develop a
  positive orientation to study and work

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Life Orientation Learning Outcomes

• The learner is able to make informed decisions
  about personal, community and environmental
  health.
• The learner is able to demonstrate active
  commitment to constitutional rights and social
  responsibilities and show sensitivity to diverse
  cultures and belief systems.
• The learner is able to use acquired life skills
  to achieve and extend personal potential to
  respond effectively to challenges in his/her
  world.
• The learner is able to demonstrate an
  understanding of and participate in activities
  that promote movement and physical development.
• The learner is able to make informed choices and
  decisions about further study and career choices.

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Economic and Management Sciences
Economic and Management Sciences is concerned
with basic skills and knowledge required to
manage our lives and environments effectively
to understand the basics of an economy
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(It) encompasses the study of the use of
resources effectively and equitably to satisfy
peoples needs and wants while reflecting
critically on the impact of resource exploitation
on people and the environment
develop in learners the skills to operate
effectively in terms of basic entrepreneurship,
financial management and planning
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Economic and Management Sciences Learning Outcomes

• The learner is able to demonstrate knowledge and
  understanding of the flow of money in solving the
  economic problem.
• The learner is able to demonstrate an
  understanding of reconstruction, growth and
  development and reflect critically on its related
  processes.
• The learner is able to demonstrate knowledge and
  the ability to apply a range of managerial,
  consumer and financial skills.
• The learner is able to develop entrepreneurial
  attitudes knowledge and skills.

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Technology

• Technology is a human activity involves
  developing solutions to peoples needs by
  combining skills, values, knowledge and resources
  with sensitivity for social and environmental
  factors.

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will contribute to learners technological
literacy by (ensuring that they) learn to
appreciate the interaction between technology,
society and the environment solve technological
problems understand the technological concepts
and use them responsibility to solve
technological problems
Technological skills to be developed include
investigating, designing, making, evaluating and
communicating solutions
Information and communication technology will
include skills from word processing, to
accessing, processing and using information from
a variety of technologies
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Technology Learning Outcomes

• The learner is able to demonstrate an
  understanding of the inter-relationships between
  technology, society and the environment.
• The learner is able to apply technological
  processes and skills ethically and responsibly,
  using relevant knowledge concepts.
• The learner is able to access, process and use
  information in a variety of contexts.

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THANK YOU
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THANK YOU